Horizons in STEM Higher Education Heriot-Watt University, June 2017 Reflections on embedding employability and transferable skills in Stage 2 of a Mathematics and Statistics degree Horizons in STEM Higher Education Heriot-Watt University, June 2017

Sometimes you need to be cruel to be kind! Horizons in STEM Higher Education Heriot-Watt University, June 2017

Introductions Dr Phil Ansell Module Leader Laura Brown Senior Lecturer Director or Recruitment and Admissions Academic lead for Career Management in Maths & Stats Dean of Sport Laura Brown Careers Adviser for Maths, Physics, Chemical, Mechanical and Electrical Engineering. Module Leader for Careers Element of module Dr Charlotte Warin Enterprise Adviser Module Leader for Developing Enterprise, Entrepreneurship and Employability/Applied Entrepreneurship British Academy of Management Council Member

Background Pre-2012 Ad-hoc provision Minimal student engagement Lacked structure 2012-2015 Career Management Award Extra-curricular New Maths & Stats curriculum 2015- 2016 Mathematical Skills and Career Management

Why compulsory? Changing Expectations Students University Government Improved Outcomes Graduate destinations Better student engagement Links with University Career Service Captive Audience Employability “caught not taught”

Module Overview I MAS2601: Mathematical Skills and Career Management 10 credits Semester 1 Stage 2 Compulsory for all Single Honours (BSc/MMath) 154 students Employability:Skills = 40:60 Taught for the first time in September 2016

Module Overview II Topics Covered DOTS Model Self-awareness Occupational awareness Employer speakers (DWP, PwC, P&G) Applications Psychometric assessments Interviews Work experience LaTeX Group Project

Student Questionnaires MAS2601 Overall This teacher stimulated me to learn 3.5 3.8 This teacher was approachable if I needed help with this module 3.9 4.2 The module, course or unit was well structured 3.1 4.0 The content was intellectually stimulating 2.6 3.7 I have received helpful feedback during the module, course or unit Overall I am satisfied with this module 3.0 1 2 3 4 5 9.5% 23% 35%

Student Perspectives I think that if the module is optional then a lot of students who could potentially benefit from the module wouldn't choose it. Careers is really important to everyone - it's the reason we all came to university in the first place so I think it's really helpful to be taught about it. I enjoyed the module and think it benefitted me…if it wasn’t compulsory I probably wouldn’t have taken it. (Career elements) were all things that I vaguely knew how to do but hadn't had much practise, so completing the module and getting professional tips about how to complete these was very useful. Having the opportunity to have my CV and cover letter assessed by a careers advisor was particularly helpful, as was practising psychometric assessments. Gave me the idea to undertake a yearlong placement next year and made me much more confident with applying for roles and helped me secure one.

Student Perspectives The careers part was mainly a waste of time took too long and time away from actual maths. I don’t think this module should exist as it is unfair to assess students on something which doesn’t reflect their ability to do maths, which is surely the point of a maths degree. I think that we are old enough to take responsibility for our own employability, if people choose not to think about it I think that is their own poor choice and we shouldn't be forced to do this module. As well when I am asked any questions about my past experiences in an interview/application I would talk about things I have actually done rather than that I was forced to do a module about careers at uni. Whilst I’ve achieved highly on it, should not be marked and count towards an academic qualification. I’m a mathematician and if it means a lower grade in purely mathematically modules, I would accept that over this career module.

Reflections We were prepared for a tough sell! Not a standard Maths and Stats module Personal – not generic content Variety in assessment techniques Lots of group work No exam Hindsight is 20/20 Employability and Skills too separate It was all a bit of a shock to the students Restricted by timetable Group project required creativity

Further Reflections Sympathetic to a number of student suggestions More interaction Smaller classes Reduction in length of assessment More variety of teaching styles Skills and employability linked together Introducing Excel Introduced other aspects Pre-module introduction Enterprise Assessment Centres

Enterprise Challenge Had success with Maths, Computing and Modern Languages Business Enterprise Challenge Collaboration with employers Optional Extra-curricular Other subjects incorporated into degree programme English Psychology

Enterprise Challenge MAS2601 Enterprise Challenge Intensive challenge event over 3 hours Value Proposition Pitching practice Video pitch assessment Students to develop a business idea in response to the challenge of maths illiteracy

Summary Introduced embedded Employability and Skills module for SH Stage 2 students More positives than negatives Feedback from students a bit “marmite” Student comments driven a number of changes for 2017 delivery Experience shows that skills modules are difficult to get right

References GTI media research. (2013) Great expectations: How good are universities at making their students more employable? http://www.agcas.org.uk/agcas_resources/540-Great-expectations-How-good-are-universities-at-making-their-students-more-employable- O’Riordan, R. Del Rio, E. & Wieczorek, J. (2017) Exploring the impact of undergraduate credit-bearing careers education: Preparing our graduates. University of Dundee; AGCAS. Pegg, A, Waldock, J, Hendy-Isaac, S & Lawton, R. (2012) Pedagogy for Employability. York: Higher Education Academy.   Taylor, A.R. & Hooley, T. (2014). Evaluating the impact of career management skills module and internship programme within a university business school. British Journal of Guidance & Counselling, 42(5): 487-499. Tomlinson, M. (2007) Graduate Employability and Student Attitudes and Orientations to the Labour Market. Journal of Education and Work, 20 (4): 285-304. Watts, A.G. (2006). Career Development Learning and Employability. The Higher Education Academy

Horizons in STEM Higher Education Heriot-Watt University, June 2017 Thanks and Questions! Horizons in STEM Higher Education Heriot-Watt University, June 2017